Despite the growing interest in language learning histories, autobiographical reasoning, a central concept in narrative psychology, has rarely appeared in second language acquisition research, despite the fact that autobiographical reasoning has been found to be central to identity formation, correlating with resilience, motivation, and well-being. This article conducts a narrative analysis of the language learning histories of two English as a foreign language (EFL) student teachers, focusing on three qualities of their autobiographical reasoning: integration, valence, and vividness. It shows how differences in their autobiographical reasoning correlate with differences in their motivation and confidence. It also argues that production of language learning histories can contribute to the development of more confident and motivated learners and teachers.

中文翻译：

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“没有联系是不可能的”

尽管人们对语言学习历史的兴趣与日俱增，但自传体推理这一叙事心理学的核心概念却很少出现在第二语言习得研究中，尽管自传体推理已被发现是身份形成的核心，与复原力、动机、和幸福。本文对两位英语作为外语（EFL）学生教师的语言学习历史进行了叙述性分析，重点关注他们自传推理的三个品质：整合性、效价性和生动性。它显示了他们自传推理的差异如何与他们的动机和信心的差异相关联。